Unformatted Document Text:
Bromley
Active Learning and Globalization
The most interesting outcome from this survey is that I found that my
students had very different views about which course activities best promoted their
learning. One student strongly agreed that enhanced lectures helped her learn, but
she was neutral about simulations and in class writing. Another student strongly
agreed that large group discussions helped her learn, but was neutral about small
group work, in-class writing, and case studies. One student strongly agreed that
small group work helped her learn, but was neutral about lectures, and felt the
simulations were not helpful. Another student that strongly agreed that simulations
helped her learn, but was neutral about lectures and paired work and felt that in-
class writing was not helpful. One student strongly agreed that case studies helped
her learn but was neutral about simulations, in-class writing, and large group
discussions. In other words, some students strongly agreed that every activity
promoted their learning, while some students were neutral about every activity and
even felt that these activities failed to advance their learning.
By using a wide range of active learning techniques, I was able to appeal to
different kinds of learners over the course of the term. For instance, the enhanced
lectures appealed to students who wanted formal feedback on the writing process,
while still giving them the opportunity to ask questions and discuss key issues. The
large group discussions exposed students to a wide range of views on a particular
subject, but they also allowed some students to dominate discussion and
discouraged the participation of others. Incorporating small group discussions
enabled more students to feel comfortable participating.
24
Simulations engaged
those students interested in the real world applications of the concepts we were
learning. Case studies appealed to students who were comfortable with analysis
24
See also pp. 101-02.
15

Authors: Bromley, Pamela.

Page 15 of 26

Bromley

Active Learning and Globalization

The most interesting outcome from this survey is that I found that my

students had very different views about which course activities best promoted their

learning. One student strongly agreed that enhanced lectures helped her learn, but

she was neutral about simulations and in class writing. Another student strongly

agreed that large group discussions helped her learn, but was neutral about small

group work, in-class writing, and case studies. One student strongly agreed that

small group work helped her learn, but was neutral about lectures, and felt the

simulations were not helpful. Another student that strongly agreed that simulations

helped her learn, but was neutral about lectures and paired work and felt that in-

class writing was not helpful. One student strongly agreed that case studies helped

her learn but was neutral about simulations, in-class writing, and large group

discussions. In other words, some students strongly agreed that every activity

promoted their learning, while some students were neutral about every activity and

even felt that these activities failed to advance their learning.

By using a wide range of active learning techniques, I was able to appeal to

different kinds of learners over the course of the term. For instance, the enhanced

lectures appealed to students who wanted formal feedback on the writing process,

while still giving them the opportunity to ask questions and discuss key issues. The

large group discussions exposed students to a wide range of views on a particular

subject, but they also allowed some students to dominate discussion and

discouraged the participation of others. Incorporating small group discussions